ESOL: For Other Subject Area Teachers/ Beacon: ESOL—an Overview (Online)

18 Points per Certificate

7/12

2-704-001

General Objective

The purpose of this component is to assist teachers in developing attitudes, skills, and knowledge which will enable them to provide effective instruction for students who are English Language Learners. Upon successful completion of the component, participants will be able to modify curriculum and offer instruction and evaluation compatible with student language diversity.

Specific Objectives

Upon completion of this component, participants will be able to:

  1. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. (1.1.a)
  2. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. (1.1.b.)
  3. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. (1.1.c.)
  4. Understand and apply knowledge about home/school connections to build partnerships with ELLS’ families.(1.1.e)
  5. Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system. (2.1.a.)
  6. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. (3.1.c.)
  7. Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels. (3.2. a.)
  8. Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying English proficiency levels. (3.2.i)
  9. Plan for integrated standards-based ESOL and language sensitive content instruction. (4.1.a.)
  10. Plan differentiated learning experiences based on assessment of students’ English and L1 proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal educational experiences. (4.1.c.)
  11. Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives. (4.1.e.)
  12. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.b.)
  13. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.c.)

Description of Activities

Activities designed to accomplish the specific objectives will be conducted by qualified consultants). They may include, but will not be limited to, cross-cultural simulations, self-analysis, lectures, demonstrations, and cooperative learning activities.

Evaluation of Participants

Evaluation of the specific objectives will be determined by the activity leader or designee through analysis of student performance data affected by training activities, portfolios maintained by the training participant, documented observation by administrators, rubrics developed for special area curriculum, teacher-provided test results/grade books, or curriculum alignment data.

Evaluation of Activity

An online evaluation for this activity will be conducted through the Santa Rosa Professional Growth System.